Abstract/Notes: Reprint of the 1913 edition.

Language: English

Published: New York, New York: Arno Press, 1971

ISBN: 0-405-03722-8

Series: American education: its men, ideas, and institutions

Language: English

Published: New York, New York: The Macmillan Company, 1913

Language: English

Published: New York, New York: American Montessori Society, 1963

Abstract/Notes: Originally published 1962. 1962 version available to borrow from Books to Borrow @ Internet Archive.

Language: English

Published: New York, New York: American Montessori Society, 1998

Edition: Revised ed.

Language: English

Published: New York: American Montessori Society, 1964

Language: English

Published: New York, New York: American Montessori Society, [1970]

Language: English

Abstract/Notes: Excerpts from the Carnegie Council on Adolescent Development's report "Turning Points: Preparing American Youth for the 21st Century," issued in 1989, indicate the need to develop a more adolescent-centered approach to education in the middle grades that is very similar to the basic ideas of the Montessori method. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.

Language: English

Published: Charlotte, North Carolina, 2016

Language: English

Published: Minneapolis, Minnesota, 1991